Redesigning social futures and multiliteracies in EAP: a nexus analysis of Design students

Phoebe Siu

Redesigning social futures and multiliteracies in EAP: a nexus analysis of Design students

Phoebe Siu

Division of Languages and Communication (LC)

Research output: Contribution to conference › Paper › peer-review

Abstract

This paper elucidates a sociocultural agenda for co-developing heteroglossic future-readiness with dynamic flows of translanguaging and trans-semiotizing resources for disciplinary meaning-making in EMI higher education. The Covid-19 legacy has reformed multimodal analysis of classroom social interaction with screen-centric, web-entangling design applications (e.g., Microsoft TEAMS, Zoom, Padlet and Trello). To encompass a non-linear view (Walsh, 2010) of academic literacy and texts, orienting towards dynamic flows of multimodal meaning-making resources (Kress, 2010; Lin, 2016; Lin & Liu, 2020), this paper reports the nexus analysis (Scollon & Scollon, 2004) contextualised in redesigning digital EAP and developing social futures of creative learners' communities with a pedagogy of multiliteracies (the New London Group, 1996).
The teacher-researcher empirically re-examined the critical praxis of genres across the disciplines (Nesi & Gardner, 2012) with 48 Design majors in a 13-week discipline-appropriate research and academic writing course in Hong Kong.

Original language	English
Publication status	Accepted/In press - 20 May 2022
Event	The Writing Roundtable 2022: Flux in Pedagogy, Creative Writing & Scholarship - Duration: 20 May 2022 → 20 May 2022 https://elc.polyu.edu.hk/conference/WR2022/keynote-speakers/

Conference

Conference	The Writing Roundtable 2022
Abbreviated title	WR2022
Period	20/05/22 → 20/05/22
Internet address	https://elc.polyu.edu.hk/conference/WR2022/keynote-speakers/

Keywords

Multiliteracies

Cite this

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title = "Redesigning social futures and multiliteracies in EAP: a nexus analysis of Design students",

abstract = "This paper elucidates a sociocultural agenda for co-developing heteroglossic future-readiness with dynamic flows of translanguaging and trans-semiotizing resources for disciplinary meaning-making in EMI higher education. The Covid-19 legacy has reformed multimodal analysis of classroom social interaction with screen-centric, web-entangling design applications (e.g., Microsoft TEAMS, Zoom, Padlet and Trello). To encompass a non-linear view (Walsh, 2010) of academic literacy and texts, orienting towards dynamic flows of multimodal meaning-making resources (Kress, 2010; Lin, 2016; Lin \& Liu, 2020), this paper reports the nexus analysis (Scollon \& Scollon, 2004) contextualised in redesigning digital EAP and developing social futures of creative learners' communities with a pedagogy of multiliteracies (the New London Group, 1996). The teacher-researcher empirically re-examined the critical praxis of genres across the disciplines (Nesi \& Gardner, 2012) with 48 Design majors in a 13-week discipline-appropriate research and academic writing course in Hong Kong.",

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note = "The Writing Roundtable 2022 : Flux in Pedagogy, Creative Writing \& Scholarship, WR2022 ; Conference date: 20-05-2022 Through 20-05-2022",

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AB - This paper elucidates a sociocultural agenda for co-developing heteroglossic future-readiness with dynamic flows of translanguaging and trans-semiotizing resources for disciplinary meaning-making in EMI higher education. The Covid-19 legacy has reformed multimodal analysis of classroom social interaction with screen-centric, web-entangling design applications (e.g., Microsoft TEAMS, Zoom, Padlet and Trello). To encompass a non-linear view (Walsh, 2010) of academic literacy and texts, orienting towards dynamic flows of multimodal meaning-making resources (Kress, 2010; Lin, 2016; Lin & Liu, 2020), this paper reports the nexus analysis (Scollon & Scollon, 2004) contextualised in redesigning digital EAP and developing social futures of creative learners' communities with a pedagogy of multiliteracies (the New London Group, 1996). The teacher-researcher empirically re-examined the critical praxis of genres across the disciplines (Nesi & Gardner, 2012) with 48 Design majors in a 13-week discipline-appropriate research and academic writing course in Hong Kong.

KW - Multiliteracies

M3 - Paper

T2 - The Writing Roundtable 2022

Y2 - 20 May 2022 through 20 May 2022

ER -

Redesigning social futures and multiliteracies in EAP: a nexus analysis of Design students

Abstract

Conference

Keywords

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